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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 67 Documents
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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.
Analyzing Errors Pattern in Mathematics Achievement among Senior Secondary School Students: A Case Study Nwoke, Bright Ihechukwu; Duru, Darlington Chibueze; Ahanotu, Chioma; Ifediba, Chidiebere Precious
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1948

Abstract

Identifying student math errors is crucial as they hinder skill development in problem-solving, logic, and decision-making, given math's abstract nature. This study investigates mathematical errors among senior secondary school students in Owerri Municipal Council, Imo State. A descriptive survey research design was employed. The sample size comprised 150 senior secondary students in class three (SS3), randomly selected from five out of ten public senior secondary schools. It addressed three research questions and one null hypothesis tested. Data collection utilized two expert-validated instruments (Mock Mathematics Essay Score Sheet [MMESS] and the Mathematics Error Identification and Classification Checklist [MEICC]) with substantial reliability. The analysis involved frequency, percentage, and Chi-square methods. The findings revealed that the errors committed by students included conceptual errors, computational errors, defective algorithms, and wrong operational errors. Wrong operational errors were most common among male students, whereas female students were more prone to computational errors. A significant difference in the errors committed by male and female students was observed. Math teachers must address errors in class, engaging students to prevent recurrence. Findings suggest tailored interventions for diverse learning needs, highlighting gender-sensitive teaching. Future studies may explore long-term error trends and intervention efficacy.
Exploring the Students’ Mathematical Communication Ability Related to Learning Style Appertaining to Junior High School Ramadoni, Ramadoni; Chien, Kao Tai; Oktamira, Doli
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1949

Abstract

The scarcity of mathematical communication abilities needed attention along with students' learning styles as a personal characteristic causing these abilities to differ. This descriptive study aimed to determine the mathematical communication abilities of students with specific learning styles. Eighth-grade public junior high school students (N=23) in Lembah Gumanti participated in this study to complete a learning style questionnaire and a mathematical communication abilities test. The study found that the visual learning style was most dominant, with the highest percentages in the high and low ability categories, and equal to auditory in the medium category but lower than kinesthetic. Students with a kinesthetic learning style in the low and high ability categories both had the same percentage as students with an auditory. There were strong mathematical communication abilities in the dual learning style of auditory-kinesthetic. Auditory students, regardless of their ability levels, made errors in mathematical symbols, so their communication abilities varied based on understanding and symbol usage. Visual and kinesthetic learners generally excelled in articulating and solving problems. Based on these results, it is recommended that teachers consider students' learning styles to be able to use appropriate models to improve students' mathematical communication abilities.
Interest as Predictor of Mathematics Achievement among Senior Secondary School Students in Bida Educational Zone, Niger State, Nigeria Ahmad , Manko Umar; Isa, Alhassan D.; Zakariyya, Aliyu A.
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1951

Abstract

This study investigates whether senior secondary school students' interest could predict their academic achievement in mathematics. A correlation research design was used with two research questions and one null hypothesis to guide the study. The target population encompassed 13866 students (9464 males and 4402 females) in SSSII across 46 senior secondary schools owned by the Niger state government, distributed within Bida educational zone spanning five local government areas. Using a multistage sampling method, a sample of 462 students (30% of the population) was selected. Two research instruments, (Mathematics Interest Scales [MIS] and Mathematics Achievement Test [MAT]) were validated with reliability coefficient (r=0.79 and 0.92). Data analysis was carried out using frequency, percentage, and Pearson Product-Moment Correlation (PPMC). The findings revealed that a significant portion of students had a low interest in mathematics, which was found to predict approximately 44% of the variations in academic achievement scores. Moreover, the study demonstrated a substantial relationship between students' interest in mathematics and their academic performance. These findings led to recommendations. Emphasizing perseverance in mathematics learning, teachers were encouraged to adopt innovative, learner-centric teaching strategies. Additionally, ensuring teacher motivation and support was deemed essential for assisting students in their mathematics education among others.
Cultural Symbols Didactize Concreteness Fading in Basic Multiplication Ali, Clement Ayarebilla
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1954

Abstract

The purpose of this study is to use cultural Adinkra artifacts to present “Concreteness Fading” in the basic multiplication of one-digit and one-digit numbers. Employing a quantitative approach, the researcher adopted a one-group pretest-posttest quasi-experimental design, and randomly selected 51 participants from 300 student teachers. Data collection involved two sets of tests, analyzed in two stages through task-based transcripts and paired-sample t-tests. The first stage analyzed the tasks the student teachers solved using “Concreteness Fading”. The results revealed smooth and joyful navigations of the stages of Concreteness Fading using the Adinkra symbols. The second stage analyzed the performance of the student teachers with t-test statistics to show significant differences between the control and experimental groups. The results of one sample t-test and paired samples t-test showed that student teachers solved more problems correctly using Concreteness Fading than the conventional concrete manipulatives. Following the findings, we concluded that heavy use of only concrete objects and examples without abstracting can be detrimental to teaching mathematics. We, therefore, recommended that student teachers should always avoid rushing to symbols and symbolic manipulations of mathematics but rather align their methods, techniques, and strategies in the transition through the three stages of Concreteness Fading.
Comparative Analysis of Data Analysis and Probability Topics between IB and Non-IB Mathematics Textbooks Birgili, Bengi; Saralar-Aras, İpek
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1970

Abstract

It is imperative to explore the organization of contemporary teaching and learning methods in data analysis and probability within mathematics curricula, with a specific focus on comparing non-IB and IB approaches. This study analyzed how the contemporary teaching and learning of data analysis and probability was organized through an analysis of two textbooks as an intended mathematics curriculum (non-IB and IB respectively) by discussing similarities and differences between the two. It employed content analysis method to examine structural features, technology usage, and real-life connections by focusing on the topic in depth, exploring content, organization, and representation. This study results disclosed that both open-ended and closed-ended item formats were recommended, without clear superiority. Descriptive examples and percentages were provided to guide curriculum developers and support teachers in enhancing student learning outcomes. The study hopes to assist middle school students in achieving higher scores in international assessments such as PISA and TIMSS. It emphasizes the potential for revising mathematics curricula and textbooks to better meet students' needs, drawing inspiration from the success of the IB program.
Analysis of Students' Mathematical Reasoning in Triangles by Learning Style Preferences Pradestya, Rakha; Sudirman, Sudirman; Susandi, Ardi Dwi
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2120

Abstract

This study analyzes students' mathematical reasoning abilities concerning triangles and special lines, considering their individual learning styles. The qualitative case study was conducted at Khalifah Boarding Junior High School, involving three grade VIII students representing visual, auditory, and kinesthetic learning styles. The selection of these students was based on their learning style preferences identified through a questionnaire. Data collection included mathematical ability tests and interviews, which were then analyzed by triangulating answer sheet observations and interview findings. Initial data revealed a distribution of 50% visual learners, 42% auditory learners, and 8% kinesthetic learners. Subjects were purposively selected based on the highest scores in each learning style group. The subjects demonstrated differences in understanding and approaching problem-solving, influenced by their learning styles. This study highlights specific challenges and recommendations for each subject, emphasizing the importance of a tailored learning approach to improve mathematical understanding and problem-solving skills. The research underscores the significance of recognizing and accommodating diverse learning styles to optimize students' academic achievements in mathematics.
An Exploratory Study on the Emotions of Undergraduate Mathematics Students during the Secondary-Tertiary Transition Hernández, Yasmin Cruz; Juárez-López, José A.; Díaz-Furlong, Alfonso
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2121

Abstract

This descriptive, qualitative research explores the evolution of emotions in students of the bachelor’s degree in mathematics and applied mathematics during the secondary-tertiary transition. It uses the Theory of the Cognitive Structure of Emotions (better known as the Ortony, Clore, and Collins's [OCC] theory) as a theoretical framework. The study was carried out at the Faculty of Physical and Mathematical Sciences of the Meritorious Autonomous University of Puebla, Mexico, with the participation of seventeen first-year students, selected by convenience sampling. Three emotions were identified, of which four were positive and nine were negative. The findings indicate that emotional experiences have a considerable effect on the ability of students to acquire advanced mathematical language. The research is based on a descriptive empirical design, focusing on the experiences of the participants. The data collection instruments include an incomplete sentence questionnaire, a questionnaire, and a semi-structured interview. The research highlights the importance of considering emotions in the secondary-tertiary transition, stating that experiences are crucial in the transition and it is essential to address these aspects to improve support for students in their mathematical learning.

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