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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 7 Documents
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Search results for , issue "Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology" : 7 Documents clear
Analysis of Mathematical Critical Thinking Skills Based on Students' Learning Styles in Junior High School Kintoko Kintoko; Sri Wulandari; Deni Hadi Siswanto
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2282

Abstract

Critical thinking is vital for learning statistics in mathematics. This study aims to evaluate the critical thinking abilities of eighth-grade students at Muhammadiyah Pakem Junior High School by considering their learning styles in the context of statistics. This qualitative research involved two students selected through purposive sampling as research subjects from each learning style: visual, auditory, and kinesthetic. Data were collected via questionnaires, tests, and interviews. The data processing techniques applied included data presentation, data reduction, and conclusion drawing. The research findings indicate that: (i) students with a visual learning style demonstrated exceptional critical thinking skills, aligning with the indicators of interpretation, analysis, evaluation, and inference; (ii) students with an auditory learning style exhibited strong abilities in evaluation, analysis, and inference, although their interpretation skills were not fully developed; and (iii) students with a kinesthetic learning style possessed good skills but had not yet fully met the indicators of analysis and evaluation. Furthermore, students with a visual learning style were considered more proficient in critical thinking, as they were able to explain visual representations of mathematical concepts before solving problems. On the other hand, auditory and kinesthetic learners still have the potential to further develop their critical thinking skills.
Quantitative Study: Multimedia-Assisted SAVI Learning Model and Its Impact on Mathematical Problem-Solving Ability Gunawan Gunawan; Fanni Yunita
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2314

Abstract

In the 21st century, education focused on equipping students with abilities for lifelong learning and self-development, one of which was problem-solving ability. This ability was crucial in preparing students to solve real-life problems. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model was one of the instructional models that could enhance students' mathematical problem-solving ability and could be integrated with technology use. This study aimed to examine the effect of the SAVI learning model assisted by multimedia on students' mathematical problem-solving ability. This research was a quasi-experimental study using the non-equivalent posttest only control group design. The sample consisted of classes X-1 and X-2 from a public high school in Magelang. The sample was selected by random sampling technique. The data obtained were processed using Independent Sample t–test and effect size. The results of the data analysis showed that there was a significant difference in students' mathematical problem-solving ability between the control and experimental groups. In addition, an effect size of 0.7 was obtained, indicating that the SAVI learning model assisted by multimedia had a large impact on mathematical problem-solving ability. This study recommended broader implementation and exploration in other subjects to enhance learning effectiveness.
Mathematics Learning Amidst Sit-at-Home Protests: Awareness and Perceptions among Senior Secondary School Students Darlington Chibueze Duru
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2346

Abstract

Frequent sit-at-home protests in southeastern Nigeria have disrupted the school calendar and threatened students’ academic progress. This study used a descriptive survey to examine students' awareness and perceptions of sit-at-home protests and their impact on mathematics learning in Orlu LGA, Imo State. Guided by four research questions, the study adopted a descriptive survey design. Data from 116 Senior Secondary School Two (SS2) students in four public schools were collected using the Awareness and Perceptions of Sit-at-Home Protests Questionnaire (APSHPQ), validated by two experts and tested for reliability, and analyzed using mean and standard deviation. Findings revealed that while students were highly aware of sit-at-home protests, their perceptions varied; some viewed the disruptions as necessary for political expression, while others saw them as harmful to their academic progress. Students faced considerable challenges in mathematics learning due to school closures, missed lessons, and limited access to learning resources. Students adopted coping strategies such as online learning, independent study, and catch-up sessions. It was recommended that schools and policymakers integrate flexible digital and blended learning models to sustain instruction. Teachers should offer mobile-friendly resources and virtual support, while schools and parents set structured home-learning schedules to keep students engaged during disruptions.
Mathematics Students’ Retention Using Algebrator Software in Port Harcourt Metropolis, Nigeria Onyekachi Uchechukwu Ahumaraeze; Ekene Esther Ndubisi
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2340

Abstract

The study focused on improving students’ retention in mathematics using Algebrator Softwares in Port Harcourt Metropolis, Nigeria. It examined the effect of Algebrator-based instruction, gender influence, and the interaction between instructional strategy and gender on retention in Algebra. A quasi-experimental research design was employed. Using a quasi-experimental design, 154 senior secondary students (94 experimental, 60 control) were selected through purposive sampling from a population of 21,079. The experimental group was taught using Algebrator software, while the control group received traditional lecture-based instruction. Data were collected via a validated Mathematics Retention Test on Algebra (MRTA) and analyzed using mean, standard deviation, and analysis of covariance. The findings of the study showed that students taught with Algebrator software showed significantly higher retention in Algebra than those taught through lectures. Gender had no significant effect on retention, and no interaction was found between instructional strategy and gender. It was recommended, among other suggestions, that Algebrator Software should be used to teach Mathematics especially Algebra to advance students' retention.
Design of 6E-Instructional Model Assisted by GeoGebra Media in Improving Students' Mathematical Visual Spatial Ability on the Topic of Prism Natan Prasetya; Maximus Gorky Sembiring; Sudirman Sudirman
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2341

Abstract

Students’ mathematical visual-spatial ability is crucial for understanding geometry. However, its suboptimal level calls for quality learning. The purpose of this study was to test the quality of the Geogebra-assisted 6E-Instructional Model (6E-IM) on students' spatial visual ability; test the effect of Geogebra-assisted 6E-IM on spatial visual ability; and describe students' spatial visual ability after receiving the Geogebra-assisted 6E-IM model. This study used an embedded design. The Geogebra-assisted 6E-IM model (independent variable) was measured through interviews, while spatial visual ability (dependent variable) was assessed using questionnaires. The results showed that the geometry learning instrument with the 6E-IM learning model assisted by Geogebra was in the very good category with a score of 92%, and positively affected students' visual-spatial abilities. Description of students' spatial visual ability involving 2 students in each category, in the high category, met all indicators of spatial visual ability; students with moderate spatial visual ability met two indicators of spatial visual ability; and students with low spatial visual ability met one indicator of spatial visual ability. The results of this study are expected to be Geogebra integrated 6E-IM Design can be used by teachers to improve students' visual spatial abilities.
Exploring the potential of Mathematics; Innovative Mobile Application for multiplication by 5, Sharpening Students' Critical Thinking and Mathematical Computational Skills Khoerul Umam; Abdul Hakim Ma'ruf; Ervin Azhar; Hari Setiadi
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2344

Abstract

The integration of innovative digital tools offers a promising avenue to address traditional learning hurdles and enhance student engagement. This study aims to develop a mobile application to improve students' critical thinking and mathematical computational skills in the material of the multiplication rule of 5. The low level of both abilities and the limitations of innovative learning media. The use of the ADDIE development research method. The results of the study showed that the application was significantly successful in improving computational skills and critical thinking skills, which was empirically proven by increased test scores and active student involvement during the mathematics learning process. An important contribution in providing effective digital learning solutions for basic materials as a foundation in developing knowledge for students. Furthermore, this application serve as a scalable model for integrating technology to address fundamental learning gaps in mathematics across various educational settings. Its success suggests the potential for broader adoption of similar tools to foster essential cognitive skills from an early age.
Comparative Analysis of Presentation of Set Material in Indonesian and Fijian Mathematics Textbooks Jesika Dwi Putriani; Ely Susanti; Cecil Hiltri Martin
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2385

Abstract

Textbooks are essential learning tools that significantly influence students' comprehension of mathematical concepts, including the foundational topic of sets. This study aimed to analyze how set materials are presented in Indonesian and Fijian mathematics textbooks, focusing on facts, concepts, principles and errors, cognitive levels, problem-solving, and alignment with the Programme for International Student Assessment (PISA) framework. Using a qualitative descriptive-comparative method, the study examined three textbooks: Indonesia’s KTSP (2011), Merdeka Curriculum (2022), and a Fijian mathematics book. Data were collected through document analysis. The findings revealed distinct presentation approaches: KTSP emphasizes symbols and formal definitions; the Merdeka Curriculum uses real-life contexts; and the Fijian book adopts a simple, visual style. Regarding cognitive levels, KTSP questions are mostly C1–C2, Merdeka Curriculum texkbook includes C4–C5, while Fiji remains at C1–C3. However, all three lack sufficient alignment with PISA question types. In terms of problem-solving, KTSP tends to be procedural, the Merdeka Curriculum is more reflective, and Fiji lacks problem-solving tasks. These findings highlight the need for textbooks to include more contextual and higher-order thinking problems to support students’ mathematical literacy and deeper understanding.

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