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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. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies" : 6 Documents clear
Effectiveness of Problem Based Learning Models Assisted by Worksheets on Students' Critical Thinking Ability Budi, Sulistio; Franita, Yesi; Hendrastuti, Zuida Ratih
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1682

Abstract

This study aims to describe the effectiveness of the Problem Based Learning (PBL) model assisted by worksheet on the critical thinking ability of students. This quasi-experimental study employs the nonequivalent posttest-only control group design with the cluster random sampling technique. The study sample consists of students from classes VII B and VII C in one of the Public Junior High Schools in Magelang, Central Java, Indonesia. The research instruments used are learning tools in the form of worksheet and critical thinking ability tests. The results of this research are; 1) students who are taught using the PBL learning model assisted by worksheet against critical thinking ability are said to be effective by obtaining learning completion has reached 75%, 2) students who are taught using the direct learning model against critical thinking ability are said to be ineffective by obtaining learning completion has not reached 75%, 3) critical thinking ability of learners taught using the worksheet-assisted PBL model more effective than using the direct learning model. This study implies differences in students' critical thinking abilities when comparing the worksheet-assisted PBL learning model to the direct learning model. Education needs to apply appropriate learning models to develop students' critical thinking skills.
Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students Santiago, Paulo Vitor da Silva; Santana, José Rogério; dos Santos, Maria José Costa
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1778

Abstract

This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
A Note on Leonardo’s Combinatorial Approach Vieira, Renata Passos Machado; Alves, Francisco Regis Vieira; Catarino, Paula Maria Machado Cruz
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1862

Abstract

The purpose of this research is to carry out a study of Leonardo's combinatorial approach so that it is possible to visualize these numbers through combinatorial interpretation. Thus, research is being developed regarding methods and approaches to linear and recurring sequences, based on the combinatorial study of the Fibonacci sequence. In fact, the Fibonacci sPquence is related to other sequences, one of which is the Leonardo sequence, which has similarities with the Fibonacci numbers according to some researchers in the field. Given this scenario, the present research addresses the combinatorial interpretation of Leonardo's sequence, allowing the definition of Leonardo's combinatorial model, considering the notion of board and bracelets in Lucas' sequence. As research results, the study deals with the integration of sequence content with the area of Combinatorial Analysis, allowing a mathematical advancement of Leonardo's sequence. Furthermore, you can visualize the sequence numbers in front of the tiles. The aspects studied in this research are linked to the teaching of sequences in the History of Mathematics, allowing the teaching of Mathematics.
The Influence of Mathematical Logical Intelligence on Student Learning Outcomes in Linear Algebra Courses Wahyuniar, Lilia Sinta; Mahdiyah, Umi; Rochana, Siti; Harini, Dwi
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1871

Abstract

The purpose of this study was to determine the effect of mathematical logical intelligence on student learning outcomes in Linear Algebra courses. The research method used is quantitative. The sampling technique used in this study was simple random sampling. Data collection in this study used a mathematical logical intelligence test of 20 multiple choice questions and a test of student learning outcomes in linear algebra courses of 5 description questions. The variables in this study consisted of independent variables and dependent variables. The independent variable in this study is mathematical logical intelligence (X), while the dependent variable in this study is student learning outcomes in Linear Algebra courses (Y). The instrument test in this study consisted of validity test, distinguishing power, difficulty level and reliability test. The classical assumption test in this study consists of normality test and linearity test. The data analysis technique used simple linear regression. The result of this study is that there is an influence between mathematical logical intelligence on student learning outcomes in linear algebra courses of 0.527 or 53%. While the other 47% is influenced by other variables outside this study.
The Effect of Student Attitudes on Mathematical Understanding Ability in Mathematical Logic in Hybrid Learning Hikmah, Rezkiyana; Rejeki, Sri; Tama, Bayu Jaya
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1887

Abstract

This studi aims to determine the effect of students’ attitudes on learning outcomes of mathematical logic and to determine how much influence students’ attitudes have on learning outcomes of mathematical logic The research sample consisted of third semester students of the computer science engineering program who took the mathematical logic course. The result obtained are that there is an effect of attitude on the learning outcomes of student mathematical logic. The result of the regression model obtained with the value of F count = 7.055 with a significance level of 0.009 < 0,005 with indicates that there is an effect of attitude on the learning outcomes of mathematical logic. The result of the correlation value r is 0.231 and the coefficient of determination (R square) is 0.053 which shows that the effect of the independent variable (attitude) on the dependent variable (learning outcomes of mathematical logic) is 5.3%. This shows that there is a positive influence of students’ attitudes on students’ learning outcomes in mathematical logic.
Improving Students' Mathematical Problem Solving Ability in Trigonometry Material Using the Flipped Classroom Model Ma'ruf, Abdul Hakim; Triyono, Ageng; Ismail, Muhammad Rifki
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1896

Abstract

This research was motivated by the relatively low learning outcomes and problem solving abilities of class IX students. So this research aims to improve learning outcomes and improve students' mathematical problem solving abilities. The objectives were achieved through the classroom action research method by applying the flipped classroom model for 3 cycles in trigonometry learning. This research involved 32 students from SMA N 1 Pedes. Data was collected using test instruments, observation sheets, and interviews. Data were analyzed using the Miles & Hubberman method. The results of the analysis show an increase in learning outcomes and an increase in mathematical problem solving abilities. The increase in learning outcomes is shown by the average value in cycle I of 67.28, cycle II of 72.97, and cycle III of 75.41. The percentage of mathematical problem solving ability from cycle I was 47%, increasing in cycle II to 71.87%; and in cycle III it was 84.37%. Thus, student learning outcomes have reached the specified criteria of 74, and meet the criteria for the percentage of problem solving ability set at 80%. So the application of the flipped classroom model can be recommended for further use in mathematics learning, especially trigonometry.

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