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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 3 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025): -" : 3 Documents clear
Games in Mathematics Teaching: A Practice with Didactic Resources in the Final Years of Elementary School da Silva Santiago, Paulo Vitor; de Araújo, Francisco Cleuton; de Araújo, Rosângela da Silva do Amaral
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): -
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2452

Abstract

Mathematics learning in Brazilian public schools faces persistent challenges, particularly in relation to students’ mastery of the four basic operations. Traditional methods have often failed to generate interest or engagement, highlighting the need for alternative strategies such as mathematical games. This research analyzes the importance of using games in the mathematics classroom as resources that foster motivation, socialization, and problem-solving. The study adopted a qualitative approach in the form of a case study with sixth-grade students from a public school in Caucaia, Ceará, Brazil. The subjects were selected through convenience sampling, as this group represented students in a critical stage of mathematical development who frequently experience difficulties with arithmetic. Data collection included classroom application of the games Stop Math and Mental Bingo, a student questionnaire, and participant observation. Analysis was conducted through Bardin’s Content Analysis in three stages: game exploration, practical application, and reflection. The results showed that 83% of the students reported feeling motivated by the games, most considered the activities easy to perform, and observations indicated higher levels of concentration, participation, and interaction during lessons. These findings confirm that playful methodologies can strengthen learning of basic operations and make mathematics teaching more engaging, particularly in under-resourced public schools.
Uncovering Gaps in Deductive Geometry Thinking: Rasch-Based Evidence from Students’ Work on Quadratic Functions Alghadari, Fiki; Arisha, Bella; Hidayah, Nurul; Saparuddin, Saparuddin; Dharma, Budi Eka
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): -
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2510

Abstract

The deductive structure is fundamental in mathematics, but students often struggle to derive logical consequences when constructing proofs or engaging in the bridging process. This study analyzed students’ ability to deduce logical relationships between properties in geometric thinking on quadratic functions. The participants were students (N=139) from the mathematics education program. The properties of quadratic functions and their interrelationships contained in the premises represented students’ responses to the instrument. The responses were dichotomously coded based on the criteria of the carried-out deduction process and then evaluated using Rasch analysis. The findings revealed that, in general, the distribution of students’ ability levels was below most levels of the carried-out deduction process. Although a group of students had already reached the high-ability category, the overall distribution was still dominated by low-ability levels. Many students continued to face serious challenges in reaching the final stage of the deduction process—advanced premise integration and deductive synthesis—since most of them established relationships among properties merely from the given information. There were indications that learning experiences during higher education contributed positively to the improvement of students’ ability at the deduction level. The study recommends four steps to habituate students to the process of deduction.
Designing JUMPISA: A PISA-Based Jumping Task to Support Students’ Statistical Literacy using Jambi Context Nusantara, Duano Sapta; Ibarra, Florante P.; Pasaribu, Feri Tiona; Lusinda, Uci
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): -
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2518

Abstract

Statistical literacy is a critical competence for 21st-century students, yet many struggle to apply statistical concepts in authentic contexts. This study reports the development of JUMPISA, a PISA-based Jumping Task contextualized for secondary students in Jambi Province, designed to enhance students’ abilities to interpret, represent, and reason with data. Employing a design research approach with iterative development, the study included preliminary and formative evaluations to assess task validity and feasibility. The JUMPISA tasks integrate content on uncertainty, work-related contexts, and varying reasoning levels in line with PISA’s framework. Results indicate that students demonstrated notable improvement in engaging with authentic statistical problems. Beyond practical effectiveness, this study advances the theoretical understanding of context-sensitive PISA Task design, showing how locally contextualized, inquiry-driven tasks can be systematically developed and validated for international assessment. JUMPISA exemplifies a model for aligning global assessment frameworks with local educational contexts, offering guidance for both researchers and practitioners in designing assessment-informed instructional activities.

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