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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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Intended Statistics Curriculum at the Elementary Level: Thailand vs. Indonesia Anuniwat, Dhanachat; Ningtyas, Yoga Dwi Windy Kusuma
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.v5i2.2131

Abstract

Mathematics occupies a central role in school education, with the mathematics curriculum serving as a critical tool for guiding curriculum reform. To identify the need for reform in specific contexts, it is necessary to examine curricula from a comparative perspective. Such an approach can yield valuable insights into the directions and priorities for curriculum reform. Accordingly, this study examined the current status of the intended statistics curriculum in Thailand and Indonesia. A qualitative content analysis was employed as the research design, with one mathematics curriculum document from Thailand and one from Indonesia purposively selected for analysis. The findings reveal that, in the domain of statistics, Indonesia introduces probability alongside statistics at the elementary level, whereas Thailand does not include probability at this stage. Furthermore, both countries place limited emphasis on incorporating a comprehensive statistical problem solving process within their curricula. It is important to note that this study focuses exclusively on the intended curriculum; further research is required to provide a more nuanced understanding.
Improving Students’ Retention in Mathematics Using Excel Spreadsheet Software Package in Port Harcourt, Nigeria Ahumaraeze, Onyekachi Uchechukwu; Nlewedim, Chinyere Elizabeth
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.v5i2.2147

Abstract

This study investigated the use of Excel spreadsheet software to improve students' retention in Mathematics in Port Harcourt. It aimed to compare the retention of students taught measures of central tendency using Excel with those taught using the deductive method and to determine if retention differed between male and female students taught with Excel. A quasi-experimental research design was employed. A sample of 133 students was selected from a population of 4,584 public junior secondary school students in Port Harcourt Local Government Area, Rivers State, using purposive sampling. Data were collected using a validated Measures of Central Tendency Retention Test. The experimental group used the Excel spreadsheet software package, while the control group used the deductive method. Analysis was conducted using mean, standard deviation, and analysis of covariance at a 0.05 significance level. The findings of the study revealed that the Excel spreadsheet package significantly enhances students' retention. Additionally, male students taught with the Excel spreadsheet package demonstrated higher retention than their female counterparts, though the difference was not statistically significant. It was recommended, among other suggestions, that Excel spreadsheets be used to teach measures of central tendency to improve students' retention.
Teachers' Perceptions of Continuous Professional Development in Innovative Mathematics and Science Teaching Niyibizi, Onesme; Uwitatse, Marie Claudine; Mutarutinya, Vedaste
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.v5i2.2152

Abstract

This qualitative study investigated teachers' perceptions of the Continuous Professional Development Certificate in Innovative Teaching of Mathematics and Science (CPD ITMS) in a selected public secondary school in Rwanda. The program was introduced to address longstanding challenges in STEM education, including outdated pedagogical practices, limited teacher training, and poor student engagement in mathematics and science subjects. Prior to the implementation of CPD ITMS, many teachers lacked the necessary skills to adopt innovative teaching methods, which negatively impacted student performance in STEM disciplines. Through interviews with four teachers, this study revealed that CPD ITMS positively influenced pedagogical skills and student outcomes by promoting more interactive and student-centered learning techniques. These improvements directly addressed the initial gaps in teacher preparation and student engagement, offering promising solutions to the challenges facing STEM education in Rwanda. However, the study also identified ongoing barriers such as time constraints and resource limitations, which delay the full implementation of the program. The findings emphasized the need for sustained school support and targeted policy reforms to enhance the effectiveness of CPD ITMS, thereby advancing STEM education. Addressing these challenges through clear policy directives and resource allocation is critical for future progress.
Teachers’ Influence on Students’ Mathematics Performance in Zamfara State: Implication for Classroom Practice Tsafe, Abubakar Kabiru; Babangida, Saidu Isa; Ahmad, Lawal Chafe; Mustapha, Bashir
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.v5i2.2153

Abstract

The purpose of this research was to examine the influence of some teacher variables on students’ mathematics performance in Zamfara state. Three objectives, research questions and null hypotheses were formulated to guide the study. A quasi-experimental design was used with a non-randomized sample of three hundred and seventy nine (N=379) students was drawn and distributed over four schools that were purposively selected. Mathematics Teacher Variable Test (MTVT) was used in the collection of data. Mean, standard deviation, and mean difference were for descriptive analysis, while t-test was for inferential analysis. Findings of the study revealed that the influence of teacher variables was tremendous. For instance, students taught by teachers with higher qualifications performed better than their counterparts taught by teachers with lower qualifications. Similarly, years of experience played a vital role in students’ performance in mathematics better than teachers who are relatively new in the teaching profession. Gender was also found to have influence on students’ performance because students taught by male teachers had better performance than their counterparts taught by female teachers. In the end, the study recommends amongst others, the need for sponsoring teachers with lower qualifications to go for in-service training in order to acquire higher qualifications.
Effects of Scaffolding and Conventional Instructional Methods on Female Students’ Academic Achievement and Mathematics Anxiety in Geometry Ahmad, Manko Umar; Zakariyya, Aliyu Alhaji; Isa, Alhassan Dyadya; Ndagara, Abubakar Sadiq
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.v5i2.2188

Abstract

This study aimed to assess the effect of scaffolding and conventional instructional methods on female students’ academic achievement and mathematics anxiety in geometry. The study used a quasi-experimental pre-test and post-test control design. The population comprised 443 SSII female students from 8 public schools in Agaie, Niger State, Nigeria. A sample of 130 SSII students from two schools was selected through multistage sampling. Data were collected through four instruments: Scaffolding lesson model for the experimental group, Conventional lesson model for the control group, Geometry Achievement Test (GAT) and Mathematics Anxiety Questionnaire (MAQ). The instruments were validated by three experts from two University. The reliability index of GAT and MAQ are 0.76 and 0.86 respectively. Research questions were answered through mean (M), standard deviation (SD), and mean difference, while a t-test at 0.05 level of significance was used to analyze the null hypotheses. The findings revealed that female students exposed to the scaffolding instruction method have higher mean scores than those exposed to the conventional instructional method. Based on the results, it is recommended, among others, that teaching mathematics, especially geometry, incorporate scaffolding instruction. Similarly, this method should be incorporated into the methodology and micro-teaching courses of pre-service teachers.
Teaching Trigonometry Based on Realistic Mathematics Education and Game-Based Learning Approach Da, Nguyen Tien; Anh, Do Diep; Giang, Pham Thi Chau; Dung, Phung Phuong; Linh, Dang Bui Khanh
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.v5i2.2173

Abstract

Trigonometry, often perceived as abstract and challenging, can hinder its potential to equip students with crucial mathematical skills. We propose a novel approach—"RME-GBL"—integrating Game-Based Learning (GBL) through engaging games with Realistic Mathematics Education (RME) for contextualized learning. This study investigates the combined impact of GBL and RME on 9th graders' understanding and problem-solving abilities in trigonometry. This study assesses the effectiveness of "RME-GBL" in enhancing conceptual understanding and problem-solving skills compared to traditional methods by employing a pre-test/post-test design with a control group. After the treatment applied in the experiment, the student learning group (N=30) with RME-GBL experienced an improvement in conceptual understanding and problem-solving skills, with their average scores significantly differing from the control group, indicating the effectiveness of the applied method or intervention. The results also showed that students in the RME-GBL group were more confident, more engaged, more motivated, and had a better conceptual understanding compared to traditional teaching methods. This research holds the potential to unlock new avenues for making trigonometry learning more captivating and effective for 9th graders.
Optimizing Mathematics Instruction in Accordance with Vision and Mission in a Favorite School through Lesson Study Nurazizah, Shahnaz; Suparni, Suparni; Margono, Tantyo
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.v5i2.2198

Abstract

This study employs a qualitative descriptive approach to optimize mathematics instruction at SMA Negeri 8 Yogyakarta through lesson study, aligning with the school's vision of fostering Higher Order Thinking Skills (HOTS) and critical thinking. Conducted in Class X E7 during the 2024/2025 academic year, the research was implemented over two cycles, encompassing planning, implementation, and reflection phases. An expository teaching model combined with the drill method was utilized to enhance conceptual understanding and problem-solving skills. Findings indicate that lesson study facilitated structured instructional refinements, improving student engagement and mathematical proficiency. Summative assessment results showed that 60% of students met the mastery criteria, reflecting progress in instructional effectiveness. However, challenges remained, particularly in students' ability to interpret HOTS-based contextual problems and manage time effectively during problem-solving tasks. Adjustments in cycle II, including extended time allocation and structured sequencing of exercises, led to improved problem-solving accuracy but did not fully address all learning gaps. This study highlights the effectiveness of lesson study in integrating HOTS and fostering critical thinking in mathematics instruction. Future recommendations include strengthening conceptual foundations, diversifying contextual HOTS-based problems, and incorporating time management strategies to optimize instructional outcomes.
Analysis of Mathematical Critical Thinking Skills Based on Students' Learning Styles in Junior High School Kintoko, Kintoko; Wulandari, Sri; Siswanto, Deni Hadi
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; Yunita, Fanni
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 Duru, Darlington Chibueze
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.

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